Listed below are the relevant research publications etc by the MULTILIT team since 1996.
Edited special issues of journals
Wheldall, K., & Carter, M. (Eds.). (1996). Contemporary educational psychology and special education. Educational Psychology, 16 (2).
Wheldall, K. (Ed.) (2002). 'Lighting the way in special education': The work of Macquarie University Special Education Centre. Educational Psychology, 22 (4).
Published research report/monograph
Wheldall, K., & Beaman, R. (2000). An evaluation of MULTILIT: 'Making Up Lost Time In Literacy'. Canberra: Department of Education, Training and Youth Affairs.
Articles in refereed journals and chapters in edited books
Ellis, L.A., Wheldall, K. & Beaman, R. (2007) The research locus and conceptual basis for MULTILIT: Why we do what we do. Australian Journal of Learning Disabilities, 2007 Volume 12, No. 2. View this article [PDF – 92Kb]
Madelaine, A., Pearce, S. & Wheldall, K. (2005). MULTILIT Book Levels: Towards a new system for levelling texts. Special Education Perspectives, 2006 Volume 15 No 1. View this article [PDF - 104Kb]
Beaman, R., & Wheldall, K. (1997). Teacher perceptions of troublesome classroom behaviour: A review of recent research. Special Education Perspectives, 6, 49-55.
Beaman, R., & Wheldall, K. (2000). Teachers' use of approval and disapproval. Educational Psychology, 20, 431-446.
Hastings, N., Schwieso, J., & Wheldall, K. (1996). A place for learning. In P. Croll, & N. Hastings (Eds.), Effective primary teaching: Research based strategies (pp. 29-43). London: David Fulton.
Hastings, N., & Wheldall, K. (1996). Effective classroom behaviour management. In P. Croll, & N. Hastings (Eds.), Effective primary teaching: Research based strategies (pp. 72-86). London: David Fulton.
Hess, M., & Wheldall, K. (1999). Strategies for improving the written expression of primary children with poor writing skills: a sociocognitive perspective. Australian Journal of Learning Disabilities, 4(4), 14-20.
Madelaine, A., & Wheldall, K. (1998). Towards a curriculum-based passage reading test for monitoring the performance of low-progress readers using standardised passages: A validity study. Educational Psychology, 48, 471-478.
Madelaine, A., & Wheldall, K. (1999). Curriculum-based measurement of reading: A critical review. International Journal of Disability, Development and Education, 46, 71-85.
Madelaine, A., & Wheldall, K, (2002). Establishing tentative norms and identifying gender differences in performance for a new passage reading test. Australian Journal of Learning Disabilities, 7(1), 40-45.
Madelaine, A., & Wheldall, K. (2002). Further progress towards a standardised curriculum-based measure of reading: Calibrating a new passage reading test against the New South Wales Basic Skills Test. Educational Psychology, 22,.461-470.
Madelaine, A., & Wheldall, K, (2003). Can teachers discriminate low-progress readers from average readers in regular classes? Australian Journal of Learning Disabilities, 8, (in press).
Pogorzelski, S., & Wheldall, K. (2002). Do differences in phonological processing performance predict gains made by older low-progress readers following intensive literacy intervention? Educational Psychology, 22, 413-427.
Shute, B., & Wheldall, K. (1999). Fundamental frequency and temporal modifications in the speech of British fathers to their children. Educational Psychology, 19 223-235.
Shute, B., & Wheldall, K. (2001). How do grandmothers speak to their grandchildren? Fundamental frequency and temporal modifications in the speech of British grandmothers to their grandchildren. Educational Psychology, 21, 493-503.
Stacey, S., & Wheldall, K. (1999). Essential constituents of effective reading instruction for low-progress readers. Special Education Perspectives, 8, 44-58.
Wheldall, K. (1998). Barbie in a wheelchair? Progress towards inclusive education in Australia with particular reference to New South Wales. Education Today, 48, 20-24.
Wheldall, K. (1999). Have reading standards fallen? Inside the primary classroom: 20 years on. Special Education Perspectives, 8, 23-26. (Also to appear in Educational Psychology, 20, 431-446).
Wheldall, K. (2000). Does Rainbow repeated reading add value to an intensive literacy intervention program for low-progress readers? An experimental evaluation. Educational Review, 52, 29-36.
Wheldall, K. (2002). Lighting the way in special education. Educational Psychology, 22, 367-370.
Wheldall, K., & Beaman, R. (1998). Disruptive classroom behaviour: Separating fact from fantasy. In D. Shorrocks-Taylor (Ed.), Directions in educational psychology (pp. 230-243). London: Whurr. ISBN 1 86156 046 X.
Wheldall, K., Beaman, R., & Mok, M. (1999). Does the Individualised Classroom Environment Questionnaire (ICEQ) measure classroom climate? Educational and Psychological Measurement, 58, 847-854.
Wheldall, K., & Beaman, R. (1999). Using peer tutors to increase individual instruction. Education Today, 49, 9-14.
Wheldall, K., & Carter, M. (1996). Reconstructing behaviour analysis in education: A revised behavioural interactionist perspective for special education. Educational Psychology, 16, 121-140.
Wheldall, K., & Kemp, C. (1996). What is so different about the new Early Intervention Network at Macquarie University Special Education Centre? Special Education Perspectives, 5, 29-32.
Wheldall, K., & Madelaine, A. (1997). Should we measure reading progress and if so how? Extrapolating the curriculum based measurement model for monitoring low-progress readers. Special Education Perspectives, 6, 29-35.
Wheldall, K., & Madelaine, A. (2000). A curriculum-based passage reading test for monitoring the performance of low-progress readers: The development of the WARP. International Journal of Disability, Development and Education, 47, 371-382.
Other public output including non-refereed articles, book reviews, editorials and articles in newspapers and magazines
Wheldall, K. (2006). Comment: Opponents have got it wrong on phonics. Sydney Morning Herald, April 10. View this article [PDF - 354Kb]
Cadzow, J. (2003). The War of the Words. Sydney Morning Herald Good Weekend Magazine, October 4, 22. View this article [PDF - 260Kb]
Frischknecht, M., & O'Riley, G. (1999). Review of 'Munro, J. (1998). Assessing and teaching phonological knowledge.'. Educational Psychology, 19, 235-237.
Madelaine, A. (2000). Review of 'Group Reading Test II (6-14).' Educational Psychology, 20, 247-248.
Madelaine, A. (2000). Review of 'Lorenz, S. (1998). Children with Down's Syndrome: A guide for teachers and learning support assistants in mainstream primary and secondary schools.' Educational Psychology, 20, 513-514.
Madelaine, A. (2000). Review of 'Westwood, P. (1998). Spelling: Approaches to teaching and assessment.' Educational Psychology, 20, 117-118.
Stacey, S. (2000). Review of 'MacMillan, B. (1997). Why schoolchildren can't read.' Educational Psychology, 20, 247.
Wheldall, K. (1997). Word perfect. Sydney Morning Herald, February 24, 10.
Wheldall, K. (1997). Making up lost time in literacy: Effective help for parents of low-progress readers. Sydney's Child, June, 15.
Wheldall, K. (1997). Whither federal special education funding policy? A modest proposal (editorial). Special Education Perspectives, 6, 2-3.
Wheldall, K. (1999). Review of 'McGuinness, D. (1997). Why our children can't read and what we can do about it: A scientific revolution in reading.' Educational Psychology, 19, 361-362.
Wheldall, K. (1999). Literacy levels still falling - you wouldn't read about it. Sydney Morning Herald, 4/10/99, 17.
Wheldall, K. (2001). The more things change. Education Review, April/May, 17.
Wheldall, K., Beaman, R., & Purnell, F. (1999). From streetwise to Schoolwise. Education Review, 3 (2), 7.
Wheldall, K., & Purnell, F. (1999). Learning from Barbie's disabilities. Education Review, 3(1), 5.
Wheldall, K. & Beaman, R. (2002). MULTILIT for boys: Meeting the needs of older low-progress readers. Boys in Schools Bulletin, (in press).
Wheldall, K. & Cadzow, J.(2003). The war of the words. Sydney Morning Herald (Good Weekend Magazine), 4/10/03, 22-27.
Video programs and other materials (booklets and programs)
Wheldall, K. (1998). Introducing Reinforced Reading. Sydney: Macquarie University Special Education Centre. (video)
Wheldall, K., & Beaman, R. (1996). 'And gladly teche': Increasing individual instruction using peer tutors. Sydney: Macquarie University Special Education Centre. (video)
Wheldall, K., & Beaman, R. (1998). Using peer tutors to increase individual instruction. Sydney: Macquarie University Special Education Centre. (video and booklet)
Macquarie University Special Education Centre MULTILIT Team (1998). The MULTILIT Reading Program. Sydney: Macquarie University Special Education Centre. (instructional program)
Unpublished Research Reports
Wheldall, K., & Beaman, R. (1998). Assessing the reading progress of identified low-progress year 7 students on three separate occasions over sixteen months: First progress report. Unpublished report submitted to the NSW Department of Education and Training. Sydney: Macquarie University Special Education Centre.
Wheldall, K., & Beaman, R. (1999). Assessing the reading progress of identified low-progress year 7 students on three separate occasions over sixteen months: Second progress report. Unpublished report submitted to the NSW Department of Education and Training. Sydney: Macquarie University Special Education Centre.
Wheldall, K., & Beaman, R. (2000). Assessing the reading progress of identified low-progress year 7 students on three separate occasions over sixteen months: Final report. Unpublished report submitted to the NSW Department of Education and Training. Sydney: Macquarie University Special Education Centre.
Wheldall, K., & Beaman, R. (2001). Gladstone MULTILIT Tutorial Centre: Report on the first intake, semester 1, 2001. Sydney: Macquarie University Special Education Centre.
Wheldall, K., & Beaman, R. (2001). Gladstone MULTILIT Tutorial Centre: Report on the second intake, semester 2, 2001. Sydney: Macquarie University Special Education Centre.
Wheldall, K., & Beaman, R. (2002). Gladstone MULTILIT Tutorial Centre: Final report. Sydney: Macquarie University Special Education Centre.
Wheldall, K., & Beaman, R. (2002). Exodus Foundation Tutorial Centre Schoolwise Program: Annual Report, 2001. Sydney: Macquarie University Special Education Centre.
Conference proceedings and conference papers
Madelaine, A., & Wheldall, K. (2001). 'Let's do the time(d) WARP again': The development of a set of standardised passage reading tests for monitoring the progress of low-progress readers. Paper presented to the West Virginia Reading Association 46th Annual Conference, White Sulphur Springs, West Virginia, December 13-15, 2001.
Wheldall, K. (1997). Barbie in a wheelchair? Progress towards inclusive education in Australia with particular reference to New South Wales. Invited address presented to International Conference in Inclusive Schooling and Communities, July 23rd - 26th, 1997, Malta.
Wheldall, K. (1999). 'Making Up Lost Time In Literacy': Evaluations of the efficacy of the MULTILIT program. Invited opening address to the annual conference of the Sydney Section of the College of Educational and Developmental Psychologists of the Australian Psychological Society, University of Technology, Sydney, November 19.
Wheldall. K., & Beaman, R. (1997). From streetwise to schoolwise: Preliminary findings from an academic and social skills based program addressing the needs of 'at-risk' students in transition from primary to high school. Invited public lecture as Visiting Professor, July 14th, 1997, University of Reading.
Wheldall. K., & Beaman, R. (1997). Is the concept of the inclusive special school the ultimate oxymoron? Reconstructing and then re-engineering the special school as a vehicle for effective inclusion. Invited paper presented to International Conference in Inclusive Schooling and Communities, July 23rd-26th, 1997, Malta.
Wheldall, K., & Beaman, R. (1999). Comorbidity of learning difficulties/learning disabilities and childhood depression in an Australian context. Paper presented to the annual conference of the Sydney Section of the College of Educational and Developmental Psychologists of the Australian Psychological Society, University of Technology, Sydney, November 19.
Wheldall, K., & Beaman, R (2000). An evaluation of MULTILIT: 'Making Up Lost Time In Literacy'. Paper presented to the Annual Conference of the United Kingdom Reading Association, University of Oxford, UK, July 21-23, 2000.
Wheldall, K., & Beaman, R (2000). An evaluation of MULTILIT: 'Making Up Lost Time In Literacy'. Paper presented to the MUSEC 2000 Lighthouse Conference, Macquarie University, Sydney, November 17-19, 2000.
Wheldall, K., & Madelaine, A. (1999). 'Let's do the time(d) WARP again': The development of a set of standardised passage reading tests for monitoring the progress of low-progress readers. Invited paper presented to the Australian Psychological Society's College of Educational and Developmental Psychologists, Sydney.
Wheldall, K., & Madelaine, A. (2000). 'Let's do the time(d) WARP again': The development of a set of standardised passage reading tests for monitoring the progress of low-progress readers. Paper presented to the MUSEC 2000 Lighthouse Conference, Macquarie University, Sydney, November 17-19, 2000.
Wheldall, K. (2001). The work of the Reading Disability Research Group (RDRG) at MUSEC. Invited paper presented to the Fourth Annual Conference of the Australian Psychological Society College of Educational and Developmental Psychologists (New South Wales Branch),16th November, 2001, Parramatta.